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The search for improved evaluation methods at South African schools necessitates study of teacher assessment versus examination assessment. Student performance proved worst under an examination only, yet improved when combined with other forms of evaluation enabling integration of holistic continuous assessment (CA) - introduced in 1996. This study investigated its implementation and effects in the English classroom. CA allowed students to be assessed through the year for 50% of their grade. With 50% from examinations, this final score determined promotion. The study reviewed language performance of 612 students over 4 years. Scores for 1992/3 (exams only; before CA) and 1997/8 (exams and CA) were compared, as well as the impact of gender, ethnicity and language proficiency against the backdrop of the changing milieu – a developing democracy, new education laws, a multicultural society, violence on the school campus, demoralised teachers and inadequate resources to implement change. Keywords: Continuous Assessment / Language/ Education